ABSTRACT
Recent calls for educational reform have often centered on students’ needs to “learn to think” (Resnick, 1987). Proponents of such reforms argue that it is not enough to teach basic skills, but that students should leave school with meaningful understanding of academic content and the capacity to engage in critical thinking, problem solving, and creative efforts about that content; these goals are subsumed under the currently popular heading of “higher-order” learning or thinking.
